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The purpose of this paper is to develop a web-based interactive learning object (ILO) of introductory Computer Science (CS) concept on recursion and compare two feedback methods in the learning assessment part.

Test driven development (TDD) approach was used to develop ILO. The authors adapted Multimedia Educational Resource for Learning and Online Teaching (MERLOT) standard instrument to evaluate ILO’s effectiveness as an e-learning tool. Three respondents, from a list of pre-identified prospective evaluators, were randomly chosen and served as raters for MERLOT, while 32 student-respondents coming from first-year Math and CS undergraduate majors were randomly assigned to each ILO version implementing either one of the two feedback methods.

ILO obtained mean ratings above 4 (in scale 1-5) in three MERLOT criteria, namely, potential effectiveness as teaching tool, ease of use, and quality of content, which is rated highest (mean=4.40, SD=0.53). The study also revealed that immediate feedback increases retention while delayed feedback improves generating new knowledge. Respondents who viewed the ILO implementing immediate feedback in their first session had statistically significantly higher scores (mean=8.25, SD=0.80) than those who viewed with delayed feedback (mean=7.63, SD=0.89). In their second session, the same observation was noted although with higher mean scores. These results give evidence that the developed ILO met standards in e-learning material and showed evidence of its effectiveness with preferably implementing immediate feedback.

Although the developed ILO can now be used in school as supplementary learning material in teaching the concept of recursion in an introductory CS subject, a pilot testing of the web-based ILO using a larger sample of respondents to validate its effectiveness for online distance learning educational material can be pursued. Furthermore, in designing and creating an ILO, the provision of feedback during the assessment stage is necessary for effecting learning.

The study was a first to develop ILO for CS topic on recursion. The paper also compared which of two known feedback methods is best to implement in an ILO.

The purpose of this study is mainly to find out the EFL learners' attitude towards corrective feedback. This paper also investigates types of learners who prefer the online or offline corrective feedback, and how feedback should be tailored to the needs of the learners.

The study was conducted on sixty female participants who were students of levels 7 and 8 of the B. A. program (English) at King Khalid University, Saudi Arabia. They were administered a questionnaire comprising eight questions about corrective feedback from teachers individually and independently so that they could identify their own choices without any influence from other participants. The items in the questionnaire were closed items.

It was found that both types of feedbacks are essential to enhance learners' linguistic accuracy. Learners have shown their positive attitude towards teachers' corrective feedback because they consider it a motivating learning tool. Not only that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners. On the other hand, some of the learners are not serious about going through corrective feedback given by teachers because sometimes they are unable to differentiate between what helps or hampers progress towards language learning. However, they preferred both online (immediate/automated) feedback and offline (delayed) feedback. In general, the results state that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners.

This study has some limitations. The first one is the sample size. Only students from levels 7 and 8 (undergraduates) were taken into consideration. The second limitation is that the researchers focused on only one university in Saudi Arabia. The third limitation is that no male students participated in this study. The results might be different if the male students participated as well.

One vital point in employing CF in the language classrooms is timing. Considering the timing of corrective feedback, teachers face the problem of whether CF should be immediate (online) or delayed (offline).

The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of teachers in primary education. This study aims to examine the impact of short feedback training for inspectors (focused on effective feedback conversations) on feedback quality and on teachers ' feedback perception. In addition, it aims to study the relation between immediate perception and the delayed perception of that feedback.

In an independent sample experimental design, 15 inspectors provided feedback to 40 teachers in primary education. Nine inspectors received short feedback training (the experimental group), while six others did not receive this training (the control group).

The results indicate that feedback provided by trained inspectors can foster professional development of teachers in primary education and that short feedback training has added value. The quality of the feedback by inspectors was related to teachers ' immediate perception of the feedback and the delayed perception of the feedback.

A limitation of this study is the small group of inspectors and the limited number of feedback conversations they could provide. Further research could be aimed at examining the impact of feedback of trained inspectors on the professional development of underperforming teachers.

This paper contributes to research that examines effective ways to use feedback conversations in workplace settings for the professional development of teachers.

This paper presents an actor-based conceptualization of the increasing oscillatory pattern of prison overcrowding in Colombia. The research proposes a dynamic hypothesis that explains that unintended behavioural pattern as a result of delayed balance feedback loops shaped by decision-making processes of actors that intend to control crime. This system matches a well-known systemic archetype that explains those persistent oscillations. The paper also introduces a simulation model for testing that dynamic hypothesis and for delivering concrete courses of action. This work illustrates the relevance for policymakers to understand the dynamic complexity of social systems as the outcome of the agency of actors who take action to defend their own interests. Such actions ultimately form a complex web of interactions that drive the performance of such systems with unintended consequences. In particular, the construction of explicit models provides better chances of devising policies that consider the system-level implications of those interactions.

This work uses system dynamics modelling. First, the paper presents a conceptual model anchored in operational thinking, which refers to the identification of actors and decisions, and the manner in which those decisions ultimately build the respective social system in which the oscillatory pattern emerges. Second, it identifies key feedback structures that result from those chains of decisions. Finally, the paper introduces a simulation model for suggesting policy implications for decisionmakers.

The increasing oscillatory pattern that prison overcrowding in Colombia has displayed over the last 20 years is the outcome of a wide variety of laws that increase sanctions on criminal conducts, a phenomenon known as “legislative inflation”. Such reactions against crime are propelled and sustained by society and policymakers as the result of static and linear thinking that simply delivers “more punishment” of crime – harsher legislation and longer prison terms – which ultimately boosts long-term prison overcrowding and further cycles of crime control and overcrowding. Such actions create permanent negative feedback loops that involve various material and information delays, which – coupled with the reinforcing feedback loops – explain the previously mentioned behavioural pattern. Through a system dynamics simulation model, this paper tests and explains the proposed dynamic hypothesis and shows how policymakers can enhance and develop their dynamic understanding to explore and design effective policies intended to tackle prison overcrowding.

This paper presents a practical and concrete case that bridges the fields of criminal policy and prison management through systems thinking. It uses the case of prison overcrowding in Colombia to demonstrate the relevance of incorporating systemic thinking into the cognitive portfolio of policymakers if they aspire to improve complex systems.

Criminal policy and prison management are different fields that typically belong to different traditions (law and criminal psychology for the former, public administration for the latter). The work presented here bridges those perspectives under a single engineering and systemic perspective that answers questions in both fields and serves as a unifying framework for designing more coherent criminal policies that meet the practical requirements and restrictions that prison management implies.

This paper synthesizes the extant feedback literature, focusing on how feedback affects an auditor’s learning, performance, and motivation. Performance feedback is an important component in the auditing environment for ensuring quality control and for developing and coaching staff auditors. However, the literature on feedback in the audit environment is fragmented and limited making it difficult to assess its behavioral effects on auditors. This paper has three main objectives. The first is to review some of the influential research in psychology and management to identify key variables and issues that appear to be critical in the study of behavioral consequences of feedback in organizational settings. The second is to review performance feedback research specifically in auditing to identify the areas previously examined and synthesize the findings. The third is to suggest a variety of future research opportunities that may assist in developing an understanding and knowledge of the behavioral effects of feedback on auditors. The literature analysis has significant implications for audit research and practice. In particular, the analysis provides important insights into understanding who, how, and when performance feedback should be given to improve its effectiveness in the audit environment.

New opportunities to nurture good ideas for innovation arise as firms use web-based ideation platforms for collective idea generation and development. What influences creative performance in firm-internal collective idea development is however not as well researched as idea generation and thus an important area of research is the feedback and commenting on ideas. More specifically, the purpose of this paper is to explore the role of feedback timeliness and knowledge overlap between feedback providers and ideas in collective firm-internal online idea development.

An empirical study has been performed, drawing on data collected from a Swedish multi-national company using a web-based system for collective firm-internal ideation. The investigation explicitly captures the effects on ideation performance played by idea development contributions, in terms of feedback timeliness and knowledge overlap between feedback providers and ideas.

The empirical results show that idea development is significantly influenced by feedback timeliness as well as by the knowledge overlap between feedback providers and ideas. Specifically, it is found that longer time to feedback and an increased knowledge overlap result in an increased likelihood of idea acceptance. However, beyond a certain point, the positive effects of a longer time to feedback and increased knowledge overlap decrease, resulting in curvilinear relationships with idea acceptance.

The results do not only shed new light on theory about collective idea development, but also provides management implications for collective firm-internal ideation. As the data used in the study has been collected in one single firm, care should be taken in generalizing the results to other domains.

The results inform managers that it is not always better to involve more individuals in these emergent and distributed ideation systems, but that it might be beneficial to take measures to exercise some control in terms of when distributed and diverse employees can freely join in and out, especially considering the diversity of ideas, comments and creators.

The results from the empirical study reveal the effects of feedback timeliness and knowledge overlap on idea development. This provides us with new insights on the complex dynamics at place in collective firm-internal idea development and offers implications for how we can fruitfully manage this process.

Investigates the feedback to product designers of engineering and production costs in five industrial equipment firms. Reports that, despite the ubiquity of cost as an important design criterion, and the role that feedback should play in both individual and organizational learning, there were several significant problems: (1) Cost feedback was given as the difference between outcome and estimate in order to remove the effect of external factors, but this feedback then confounded the performance of estimation and design activities. (2) Distributional information in historical cost feedback was usually overlooked. The result was an excessive attention to detailed planning, consistent under‐estimation, and persistently negative feedback. (3) Designers and supervisors disagreed about the predictability of costs. Supervisors drew stronger inferences from feedback because they believed particular outcomes were more representative. (4) Engineering cost outcomes had poor reliability owing to the incentives to smooth cost discrepancies over different elements of the design; as a result it was unclear which were the problematic elements and opportunities were lost for calibrating the estimating process. This calibration also suffered from cost measurements being made at a higher level of aggregation than cost estimates. (5) The considerable delays between making design decisions and observing cost outcomes made it hard to learn cost‐effective design strategies through experience. There were instances where designers simply never found out how much it cost to engineer and produce their designs.

Performance feedback about whether responses are correct or incorrect provides valuable information to help guide learning. Although feedback itself has no extrinsic value, it can produce subjective feelings similar to “rewards” and “punishments.” Therefore, feedback can play both an informative and a motivational role. Over the past decade, researchers have identified a neural circuit that processes reward value and promotes reinforcement learning, involving target regions of dopaminergic input (e.g., striatum and ventromedial prefrontal cortex). Importantly, this circuit is engaged by performance feedback even in the absence of reward. Recent research suggests that feedback-related brain activity can be modulated by motivational context, such as whether feedback reflects goal achievement, whether learners are oriented toward the informative versus evaluative aspect of feedback, and whether individual learners are motivated to perform well relative to their peers. This body of research suggests that the brain responds flexibly to feedback, based on the learner’s goals.

This paper breaks through the limitations of the research on bullwhip effect in the traditional supply chain, extends the research perspective to digital supply chain and discusses the weakening effect of digital supply chain on bullwhip effect by comparing the overall performance of the two.

This paper starts with the weakening mechanism of supply chain digitization on bullwhip effect, builds bullwhip effect models of traditional supply chain and digital supply chain, respectively, simulates the influence of supply chain digitization transformation on bullwhip effect by using Matlab software and analyzes the causes of bullwhip effect in supply chain led by T company and the digitization process.

Firstly, digitization can reduce bullwhip effect in multi-level supply chain by reducing information feedback deviation. Second, digital transformation is conducive to improving the overall performance of the supply chain. Third, government incentives can promote the digital transformation of supply chain and inhibit bullwhip effect.

Although the study considers the heterogeneous subject -- the government's incentive effect on digital transformation and information sharing – it does not include the influence of the end node in the supply chain, that is the consumer. In addition, this paper only analyzes and discusses the bullwhip effect on the amplification of demand, without considering the situation that the market contraction will lead to the reduction of demand.

This paper considers the distortion degree and delay degree of information feedback, carries out quantitative analysis of bullwhip effect, builds the bullwhip effect model of traditional supply chain and digital supply chain, uses Matlab software to analyze the difference of the influence of supply chain digital transformation on bullwhip effect suppression and puts forward the corresponding control strategy.

The research shows that digital transformation can reduce the bullwhip effect in multi-layer supply chain by reducing the information feedback deviation, which is conducive to improving the overall supply chain performance, and government support can accelerate the digital transformation of supply chain to a certain extent.

First, break through the limitations of traditional supply chain research, expand the research perspective to digital supply chain and discuss the weakening effect of digital supply chain on bullwhip effect by comparing the overall performance of the two. Second, quantify the bullwhip effect through information feedback bias and provide an analysis method for the weakening of the bullwhip effect. Third, the driving role of the government in the digital transformation of the supply chain is considered in the study, so that the model is more close to the actual situation of enterprise operation.

The purpose of this study is to determine the effects of four different forms of feedback (such as, complete solution, line-by-line correction, line-by-line hint and correct-incorrect final answer) of a mobile-assisted learning application on linear equations and motivation of students towards mathematics learning on students’ mathematics performance.

Totally, 285 Grade 7 students (72 students each for the first-three feedback and 69 students for the last feedback) participated in the five-day experiment. A validated instrument was utilized to determine the motivation of students in learning mathematics.

It was revealed that students solved more problems and spent more time in the line-by-line hint type of feedback. The correct-incorrect final answer group had the most number of incorrect problems solved. It was found that the scores of the students would be different from one another after they utilized the app. Nonetheless, all of them learnt significantly from the app. Five steps of hierarchical regression revealed that all types of feedback were consistent predictors of posttest scores. Thus, the first null hypothesis stating that there is no significant difference between the pretest and posttest scores of the students when categorized by different forms of feedback was rejected. The second null hypothesis stating that the four types of feedback and motivation of students do not influence mathematics performance is partially rejected.

The study can be replicated in a school with a different atmosphere.

The use of the application is highly recommended for students who are beginning to learn linear equations. Teachers can replicate the four types of feedback in an actual classroom setting.

It was confirmed that the four types of feedback can teach the students learn mathematics, regardless of the motivation of the students.